Syllabus

EDUC 664
Mindful Approaches to Classroom Management
3 credits

Instructor: Dr. Brian McAlister

Email: mcalisterb@uwstout.edu
Phone: 715/232-1088

Description
Research-based strategies to improve class climate that integrate
Mindful practices and improve students social emotional learning, selfregulation, motivation and academic performance while reducing test
anxiety and bullying. Mindful approaches applied to student-teacher
interpersonal communication and to the organization of space, routines
and procedures at all grade levels.

University Email
Checking your university email daily is recommended.
Mobile Phone Access to Your Email

You may configure your mobile device to receive your university email
automatically. Directions are provided
at: http://helpdesk.uwstout.edu/kb/resolution.asp?q_id=262
Click on the appropriate link for directions that match your device.
If you need assistance, please call 715-232-5000.

Objectives

Upon completion of this course, students will be able to:

1. Define Mindfulness
2. Participate in and reflect on Mindfulness practice activities
3. Analyze the research on mindfulness within the neurosciences,
psychology and education.
4. Examine a variety of mindful practices and summarize ways in which
they could be used in the context of self-care for education
professionals and a diverse group of learners.
5. Summarize the historical context of discipline and classroom
management and interpret major theories of mindfulness as applied
to classroom management.
6. Analyze a classroom of students to determine the profile of a typical
class and student.
7. Analyze school-wide behavior expectations for major common areas
in the school and individual classrooms.
8. Self-assess the organization of space, materials, and equipment for
early prevention of possible distractions and disruptions.
9. Apply key concepts and research regarding mindfulness when
organizing space, materials and equipment.
10.Self-assess classroom procedures and routines for early prevention of
possible disruptions.
11. Apply key concepts and research regarding mindfulness when
planning classroom procedures and routines.
12.Analyze internal and external factors that affect student safety in a
classroom or school.
13.Apply key concepts and research to develop mindful strategies and
procedures to better insure student safety within the classroom.

14.Design mindful instructional strategies compatible with the

developmental characteristics, learning styles and cultural
backgrounds of the student.
15. Demonstrate mindful communication strategies to encourage positive
social interaction, active engagement, and self-regulation for the
instructor and the student.
16.Demonstrate strategies for developing student-teacher rapport to
prevent the escalation of problematic behavior and classroom power
struggles.
17. Articulate an understanding of student learning styles and academic
needs and ways to significantly increase self-discipline and
motivation.
18.Identify and select resources within and outside of schools that could
be used as a network of support.
Wisconsin Standards for Teacher Development and Licensure (WI DPI):
3, 5, 10
National Board for Professional Teaching Standards: 3
Teachers are Responsible for Managing and Monitoring Student Learning

Instructor-Student Communication
The primary methods for communicating with students with be via...
Course News
Updates, instructions, advice, and tips will be posted in the Course
News. Remember to check it each time you log in to your course.
Please log in at least four times a week.
Discussion
Check the Discussion Board posts and responses regularly and
remember that your level of Discussion Board participation and
your discussion summary will be factored into your grade.
Your UW-Stout Email Account
Check the university email frequently. No course communication
will be sent to your home/work personal email accounts.

As we complete each activity, you are encouraged to share your

discoveries and successes with other participants and collaborate during
team problem-solving. Participants may share drafts of works-inprogress for peer feedback and discuss ideas and suggestions before
submitting the final project.
Each participant brings unique needs and resources to the group. Our
sharing will provide a broader base of experience as we discover the
solutions to each other's design needs and challenges.
Since our diverse groups are usually in many different time zones feel
free to use the following aid to determine what time it is in your
classmates' countries and/or cities. This will help when setting up realtime chats with your learning partner during collaborative projects.
The World Clock - Time Zones

Dr. McAlisters Online Office

A discussion forum labeled Dr. McAlisters Online Office is listed at

the top of the Discussion Board for posting questions about course
content or assignment directions. Please post general course questions
there before emailing the instructor unless it regards a private matter or
grades. If you have a question it is likely others do as well, and everyone
will see the answer if we use this forum. Even better, your colleagues may
have the answer to assist you. If someone knows the answer to a question
before the instructor logs in, please jump in and help each other.
Instructors Online Schedule

The instructor will always check the Dr. McAlisters Online Office forum
first when logging into the course. In general the instructor will login to
the course early each morning and again in the evening, MondaySaturday.

Evaluation
Evidence of meeting course objectives will be determined by measures
such as evaluating students' discussion postings, students mindful
practice logs, relevant research assignments, reflective journal
summaries, and performance on a project (such as an action plan,
reflective essay, etc.) demonstrating synthesis of effective practices in a
mindful classroom environment.

Because this class is asynchronous and open to you 24/7, you may
participate from your home or work computer during hours that are best
for your work and family schedule. The class is highly interactive with a
significant discussion component. Most projects/assignments will be
submitted via the course Dropbox and Discussion Board, however, a few
take place on web-based tools (a wiki and Padlet) that do not require
additional accounts.
Grading Scale

100-94

A-

93-91

B+

90-88

87-84

B-

83-81

C+

80-78

77-74

73 or
below

To maintain Full Academic Standing, a cumulative GPA of 3.0 is required

for graduate students.
http://www.uwstout.edu/grad/upload/Graduate-School-Policies.pdf

Late Policy
This class runs on a 24/7 weekly schedule. Within each module you are
free to choose your own time to participate.
You can choose your own rhythms for thinking, learning, and
responding. Some weeks you may login every day. At other times you
may use the weekends to either catch up or work ahead. Because you are
not on a fixed schedule it is your responsibility to develop the discipline
and schedule time to be an active learner in this environment.

No credit will be awarded for work submitted after the deadline (unless
you receive prior permission from the instructor.) Exceptions will only be
made in extreme emergencies; therefore, it is always best to plan ahead.
Emergencies are defined as serious events which are not planned.
Emergencies cannot be written on the calendar in advance. Examples of
emergencies are: heart attacks, car accidents, serious health crises of the
student or in the student's immediate family. Examples of nonemergencies are: family weddings, vacations, or any other event which
can be planned around. If the family calendar looks busy at a particular
time, plan to work ahead on your coursework.
Prompt submission of assignments for assessment allows the instructor
to provide guidance and timely feedback. Due dates for each module are
published on the course calendar at the start of the class. Work turned in
by midnight on the due date will be considered on time and will receive
full credit.
Excused Makeup Work - If a late submission has been requested and
approved in advance of the due date, there will be no deduction of points
from the assignment grade. Send an e-mail to the instructor requesting
an extension and to discuss an alternate due date.

Participation and Collaboration

Discussion Rubric

New module discussion forums open each weekend, and conclude on the
following Sunday.
Dialogue among class members adds a great deal of interest and value to
the learning experience. Much of your learning will take place as you
exchange ideas with your colleagues. Therefore, try to pace yourself-don't leave all of the activities until the last minute.
The earlier in the week you post to the discussion forums, the more peer
feedback you will receive from your classmates. Also, you will have more
time to respond to the ideas generated by the discussion. This helps you
feel connected to the group.
We need everyone's contributions to the discussion. You are encouraged
to "speak up"--it's a great way to learn! In fact you must speak up to be
present in the online class environment. Your words are your proof of
presence.

One of the critical skills of a professional is communication in written

form. To demonstrate this skill, each student is required to meet high
standards of clarity and correctness in all work submitted during this
course.
You will be assessed on the quality of your participation.
All projects will be submitted in the course Dropbox, and your instructor
will provide feedback, suggestions and comments by reply e-mail and the
Dropbox feedback.

Course Requirements
This class will involve readings, postings, demonstration modules,
discussions, and case studies. Each student is expected to complete all
required learning activities and regularly contribute to discussion items.

Course Discussion Board

Many of the course activities will occur in the Discussion Board, so it is
important that you check it regularly. You will also submit selected
assignments to the Discussion Board.
Perhaps its most vital use, however, is the exchange of ideas that can
occur among class participants. You will be able to communicate with
everyone in the class through your postings to the Discussion Board.
Communicate with each other frequently and freely.
Please review these pages:
Student Expectations and Responsibilities
Discussion Board Etiquette
Discussion rubric.
Citations

No more that 10% of a discussion posting or paper may be directly

quoted.
Tips for documenting direct quotations in a discussion posting or paper:
http://owl.english.purdue.edu/owl/resource/560/02/

See: "short quotations" and "long quotations" and "summary or

paraphrase."

Course Outline
I. Introduction to Mindfulness
A. Mindfulness defined
B. History of mindfulness in education
C. Current mindfulness in education initiatives
D. Overview of mindful practices
II. Research Support for Mindfulness Applications for the Classroom
A. Neurosciences and Psychology
a. Brain development and how the brain functions
b. Social Emotional Development
c. Mindfulness and cognition
B. Research on Mindfulness in Education
a. Instructor and student health and well being
b. Classroom organization
c. Instructional practices and procedures
d. Classroom climate
III. Understanding the Instructor and the Learner
A. Self-awareness of the instructor in educational settings
B. Understanding the learner
a. Learning styles
b. Developmental Characteristics
c. Cultural differences
d. Academic needs
e. Special needs
IV. Exploring Mindful Practices
A. Mindfulness of the breath
B. Exploring the role of thoughts and the mind
C. Building a self-awareness of the senses
D. Mindful movement

V. Mindful approaches to Organization of Spaces

A. Organizing personal spaces
B. Organizing to improve processes and practices
C. Organizing spaces for learning
D. Creating a safe place where learning can occur.
VI. Strategies to create a positive learning environment
A. Classroom procedures
a. Creating a welcoming environment
b. Creating a safe environment to explore new ideas where
learning can occur.
c. Creating the space for the integration of knowledge.
d. Transitions including introductions, reflection and closure.
B. Maintaining the climate during times of turbulence and disruption.
a. Identifying school based triggers
b. Identifying non-school based triggers
c. Diffusion of triggers
VII. Mindful Communication
A. Teachers behaviors
a. Self-awareness of teachers triggers
b. Being proactive vs. reactive
c. Preventing the disruption prior to it happening
B. Nonverbal communication
C. Mindful communication techniques
a. Deep listening
b. Mindful speech
i. Responding to the disruptive behaviors
ii. Non-confrontational correction techniques
VIII. Building School-Family-Community Partnerships
A. Partnering with special education staff

B. What external services and support exist?

C. When to seek outside sources
D. Collegial support

Accommodations
If you believe the course requirements create a conflict with your
observance of religious holidays, please notify the instructor within the
first two weeks of the semester so that appropriate alternative options
can be arranged.

Accessibility
UW-Stout strives for an inclusive learning environment. If you anticipate
or experience any barriers related to the format or requirements of this
course please contact the instructor to discuss ways to ensure full access.
If you determine that additional disability-related accommodations are
necessary please contact the Disability Services office for assistance, 715232-2995, or contact the staff via email at this website:
http://www.uwstout.edu/services/disability/contact.cfm

Academic Dishonesty
"Students are responsible for the honest completion and representation
of their work, for the appropriate citation of sources, and for respect of
others' academic endeavors. Students who violate these standards must
be confronted and must accept the consequences of their actions."
Definitions of academic dishonesty as provided by the National
Association of Student Personnel Administrators include:
Cheating The use or attempted use of unauthorized materials,
information, or study aids in any academic exercise.
Plagiarism The use of others' ideas and words without a clear
acknowledgement of the source.
Fabrication The intentional and unauthorized falsification or
invention of any information or citation in any academic exercise.
Assisting The facilitation or assistance in academic dishonesty.

UW-Stout also considers academic dishonesty to include forgery of

academic documents, or intentionally impeding or damaging the
academic work of others.
Academic misconduct in the University of Wisconsin System is defined
by UWS Chapter 14. "Student Academic Misconduct / Disciplinary
Procedures - UWS," Ch. 14.

Technology Requirements and Assistance

Complete the system checkup on this website
https://uwstout.courses.wisconsin.edu/ by clicking on the link that
says: Check your system.
For help with your university email account, password, and login process:
http://helpdesk.uwstout.edu.
Madison Help Desk

If you have any questions about these preferences, please call the
Madison Help Desk at one of the numbers listed below and indicate that
you are a UW-Stout student needing help with Learn@UW-Stout. Help is
available seven days a week.
1-888-435-7589 select option 3
or
1-608-264-4357 select option 3
Ask5000 Help Desk

Call 715-232-5000 for technical assistance such as forgotten passwords,

email, storage, and problems logging in to Access Stout to view tuition
billing or final grades.

Library Services
To access UW - Stout's Library Services visit http://www.uwstout.edu/lib/.
In addition to traditional and online services, the library maintains many
helpful videos on searching and use of the online research tools.